Action Planning Booklet
For
School-Wide Positive Behavior Support
Date:______________
District:_________________
School:__________________
Team Members
Names
For assistance contact:
Role
Phone
Email
Florida’s Positive Behavior Support Project
Phone: 813-974-6440 Email: [email protected]
Action Planning Booklet for PBS
1
Preparation for School-Wide PBS
Initial Action Plan for Implementing Positive Behavior Support
Based on Results of PBS-CAT
1. After completing this assessment, rank the
areas in our school in most need of Positive
Behavior Supports (a “1” represents the highest
School-wide
Non-classroom
Setting
Classroom
Setting
Individual
Students
School-wide
Non-classroom
Setting
Classroom
Setting
Individual
Students
need while a “4” represents the lowest need)
2. In sum, which area will we focus our
energies on during this school year?
3. Our Team Members are:
a.
b.
c.
d.
e.
f.
g.
h.
Team Leader will be: ______________________________
4. Our Team Meetings are Regularly Scheduled on:
day of week _______________________
time of day ___________________
location __________________________
length of meeting ______________
5. Establish a Team Goal or Purpose:
6. Develop an action plan that includes development, implementation, and management activities (once
an area is chosen by the team, refer back to that section of the assessment to determine specific objectives)
ACTIVITY
What is it?
Who is
responsible?
When will it
be started?
When will it be
completed?
How will we
evaluate it?
Activity 1
Activity2
Activity 3
Activity 4
Activity 5
Our next meeting date will be: Date: __________
Action Planning Booklet for PBS
Time: _________
Location: ______________
2
Identifying
committees related
to behavior
Step 1: Establishing a Foundation for Collaboration
Actions
Timeline
Some committees need to
be eliminated.
Person Responsible
Some committees need to
be combined.
Some committees need
more support.
Your school has a
“workable” number of
committees.
PBS is integrated into
necessary committees.
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Step 2: Building Faculty Involvement
Actions
At least 80% of your
faculty, staff and
administration are
committed to
decreasing problem
behaviors across
students.
At least 80% of your
faculty, staff, and
administration are
committed to
increasing the
academic
performance of
students
Timeline
Person Responsible
The school-based PBS
team has selected a
strategy (sharing data,
planning meeting, or staff
survey) to determine
level of commitment.
The school team has
implemented the
strategy.
80% commitment was
attained.
If 80% was not attained,
select additional strategy
or decide to delay PBS
process.
The school-based PBS
team has selected a
strategy (sharing data
about link between
academics and behavior
or staff survey) to
determine level of
commitment.
The school team has
implemented the
strategy.
Action Planning Booklet for PBS
4
Actions
All faculty are
familiar with the
behavior problems
occurring across
campus
A school-based
Positive Behavior
Support (PBS)
Team has broad
representation
including some
School
Improvement Team
members
Timeline
Person Responsible
80% commitment was
attained.
If 80% was not attained,
select additional strategy
or decide to delay PBS
process.
Data are presented for
review by staff members
(in staff meeting or in
common area).
The school-based
Positive Behavior
Support (PBS) Team
contains 3-7 members
The school-based
Positive Behavior
Support (PBS) Team
collaborates with the
School Advisory
Council.
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Actions
Timeline
Person Responsible
The school-based (PBS)
Team should consider
teachers, administrators,
families and others as
members.
Administrators are The school-based Positive
Behavior Support (PBS)
active
participants/leaders Team has at least one
administrator.
on PBS Team
The school-based Positive
A behavior
Behavior Support (PBS)
specialist or team
Team has at least one staff
member with
with behavioral expertise.
behavioral
expertise plays an
active role on the
PBS Team
The school-based PBS
The school-based
PBS team meets at team has scheduled
least once a month meeting times.
Administrators have freed
staff time for the team
meetings.
Team members attend and
participate in the team
meetings.
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Step 3: Identifying Problems
Actions
Behavior problems
are addressed
quickly and
effectively across
all settings.
The PBS-CAT is
reviewed to determine
whether current discipline
plan is effective.
A school-wide data
collection system
exists to track the
number of all
discipline incidents
occurring across
campus.
Review the school’s
current data system.
Data collected are
meaningful
(functional) to
administration,
faculty, and staff
School-wide data
collected are
entered into the
system at least
weekly
The team can see current
data patterns.
Timeline
Person Responsible
School personnel enter
data daily.
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Actions
School-wide data
collected are
analyzed at least
once a month by
PBS Team
Data collected
guide ongoing
decision-making
procedures on
campus
An array of
strategies or
supports are
available for
faculty and staff to
effectively and
efficiently address
problem behavior
so that classroom
instruction can
continue
Timeline
Person Responsible
A data entry plan exists
for identifying who enters
and when.
Data entry staff check data
for accuracy.
Data are available more
frequently for special
needs.
A staff is identified to
print out reports.
Self-Check for Decision
Making has been
completed by team
List the array of supports
and strategies currently
available to faculty and
staff.
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Actions
Timeline
Person Responsible
Keep list on file for future
planning activities.
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At least 80% of
faculty, staff, and
administration
have been trained
in basic behavioral
principles
Problem behaviors
are defined clearly
Step 4: Brainstorming and Selecting Strategies
Actions
Timeline
Training activities have
been planned for all staff.
Person Responsible
Team identifies problem
behaviors of most
importance to school.
Team develops or
evaluates appropriate
definitions.
Action Planning Booklet for PBS
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Actions
Timeline
Person Responsible
Staff and faculty are
trained in new definitions.
School uses an
office discipline
referral form for
problem behavior
PBS Team has evaluated
current discipline referral
form for compatibility
with SWIS.
Team has revised and
implemented a compatible
discipline referral form.
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Actions
An office discipline
referral process
exists at your
school
Timeline
Person Responsible
Team has reviewed and
evaluated the school’s
discipline referral process.
Discipline referral process
has been redesigned or
developed in narrative or
chart form
Staff and faculty have
been trained on the new
process.
Staff and faculty have
approved of the new
process.
A continuum of
discipline
procedures is
defined and used
regularly
A hierarchy of behaviors
has been developed for
your school (most to least
severe).
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Actions
Timeline
Person Responsible
A list of discipline
procedures has been
developed into a hierarchy
of least to most restrictive.
Major (i.e., office
referral) discipline
incidents are
defined and
familiar to faculty,
staff, and
administration
Major incidents are
clearly defined.
Staff and faculty have
been trained in identifying
major incidents.
Minor (i.e.,
classroom
managed
problems)
discipline incidents
are defined and
familiar to faculty,
staff, and
administration
Minor incidents are
clearly defined.
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Actions
Timeline
Person Responsible
Staff and faculty have
been trained in identifying
minor incidents.
Positively stated (35) student
expectations are
defined clearly
School PBS Team has
completed
“Characteristics of an
Ideal Student”.
School PBS Team has
identified 3-5 school-wide
expectations.
School-wide expectations
have been evaluated
against criteria in
“Checklist of
Expectations”
Expectations have been
presented to faculty and
staff for approval.
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Actions
Rules for schoolwide expectations
are addressed
across all settings
Timeline
Person Responsible
School PBS Team has
completed “Expectations
by Setting” activity for
two settings.
Team has identified
additional settings from
data that may be
problematic.
Team has developed
“Expectations” by
Settings” for additional
settings.
Consequence
procedures for
problem behaviors
are defined clearly
School PBS Team has
completed “Consequences
Worksheet” for major and
minor problem behaviors.
Team has added “new”
consequences to discipline
referral process.
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Actions
School-wide
reward/recognition
system is developed
Timeline
Person Responsible
School-Wide PBS Team
has brainstormed
appropriate rewards for
your school.
Team has developed a
system for rewarding and
recognizing appropriate
behavior.
Team has used self-check
for evaluating the reward
system.
Reward system has been
presented to faculty and
staff for approval.
Lesson plans to
teach student
expectations are
developed
School PBS Team has
developed lesson plans for
teaching 3-5 school-wide
expectations across
campus.
School team has
developed lesson plans to
teach rules in most
problematic settings.
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Step 5: Implementing the Program
Actions
All
administration,
faculty, and staff
are trained on
school-wide
procedures (i.e.,
consequences for
appropriate and
problem behavior,
student
expectations,
rewards, and
tracking system to
monitor success)
Timeline
Person Responsible
School PBS Team
schedules training sessions
with staff to teach:
1) School-wide
expectations;
2) Rules for unique
settings;
3) Process for handling
problem behavior; and,
4) How and when to
administer rewards.
Schedule trainings for
teaching school-wide
expectations to students.
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Actions
Timeline
Person Responsible
Schedule trainings for
teaching specific setting
rules to students.
School PBS Team
identifies and gathers
necessary training
resources and materials.
School PBS Team
schedules
reward/reinforcement
activities.
School PBS Team
develops schedule for
implementation of Public
Relations activities.
Action Planning Booklet for PBS
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Actions
Team has a
budget for (a)
teaching students,
(b) ongoing
rewards, and (c)
annual faculty
planning
School PBS Team has
established budget with
administration prior to
beginning training and
reward activities.
All faculty and
staff are directly
involved in the
implementation of
school-wide
interventions
School PBS Team
identifies a start date for
the school-wide activities.
Timeline
Person Responsible
All staff participate in the
training, implementation,
reward and referral
activities.
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Actions
Expected student
behaviors are
taught directly to
students
Timeline
Person Responsible
School PBS Team
schedules training in
school-wide assemblies.
School PBS Team
schedules training in
specific settings.
School PBS Team
schedules training in
classrooms.
School PBS Team
schedules booster sessions
based on critical times of
year and data analysis.
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Actions
Display of
expected student
behaviors are
rewarded/acknowl
edged regularly
(systematically
“catch them being
good”)
Timeline
Person Responsible
School PBS Team
identifies appropriate
student behaviors.
School PBS Team plans
how to acknowledge and
display appropriate
behaviors (announcements,
graphs, charts, etc.)
Formal strategies
exist to involve
families in the
PBS School-wide
Program
School PBS Team plans
how to involve families in
process, including training,
fundraising, followthrough, etc.
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Actions
Procedures to
address
emergency/danger
ous situations at
an individual and
school-wide level
are in place and
students, faculty,
staff, and
administration are
trained
Timeline
Person Responsible
School PBS Team has
coordinated school-wide
PBS plan with
state/district/ school
emergency procedures.
Faculty and staff are
trained on the interface of
PBS and emergency
procedures.
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At least 80% of
students respond
predictably and
successfully to
your school-wide
system of behavior
support
Step 6: Monitor, Evaluate, and Modify the Program
Actions
Timeline
School PBS Team has
developed a plan for
evaluating whether
students understand and
respond to the school-wide
plan.
Person Responsible
School PBS Team
measures success of plan
and reports back to faculty,
staff, students and families.
Ongoing (i.e.,
throughout the
school year)
decision-making
procedures are
based on the
school-wide data
collected
School PBS Team
continues to use the data on
at least a monthly basis to
change and update the
school-wide plan.
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Actions
Results of schoolwide data analyses
(i.e., current
status of behavior
patterns) are
included in all
faculty meetings
School PBS Team has an
allocated amount of time to
discuss issues, ideas, and
outcomes at each faculty
meting.
Booster training
activities for
students are
developed,
modified, and
implemented
based on the
school data
Booster trainings are
scheduled by the School
PBS Team based on needs
identified by the data.
Booster training
activities for
faculty, staff, and
administration are
developed,
modified, and
implemented
based on the
school data
Booster trainings are
scheduled by the School
PBS Team based on needs
identified by the data
Action Planning Booklet for PBS
Timeline
Person Responsible
24
Actions
The school-wide
data collection
system emphasizes
the number of
positive/expected
behaviors
rewarded/acknowl
edged rather than
problem behaviors
Timeline
Person Responsible
Once the PBS system has
been established, the
School PBS Team begins
to expand the process for
identifying positive
behaviors.
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